chapter graphic organizer - wikispacesgermany, italy, austria-hungary make up central powers; ......

Chapter Graphic Organizer -

1907: Europe divided into two rival alliances (Germany, Italy, Austria-Hungary make up Central Powers;

Britain, France, Russia make up Allies).

1914: Assassination of Austrian Archduke Franz Ferdinand sparks war.

1914: French victory at Battle of the Marne prevents quick German victory; war becomes bloody stalemate.

1917: United States joins war on Allied side after German submarine attacks.

1918: New Bolshevik government in Russia signs peace treaty with Germany.

f nt 0.

i5 0

-z a 1918: Central Powers admit defeat; sign armistice.

u 62 1919: Treaty of Versailles ends war, orders German reparations, I establishes League of Nations; United States rejects treaty

I and refuses t o join League. .-

World History: Perspectives on the Past

Graphic Organizers, Transparency 27 Causes of World War I 0

Nationalism French revenge against Germany French desire for return of Alsace and Lorraine Pan-slavism in Eastern Europe

Serbian desire to create / \ south S I ~ V state A

German pride in mllftary power and industrial gBwth

Agreements among nations to aid each British concern over other if attacked German competition

for colonies Russian agraernents with smaller Slavlc nations Emergence of Allies

British and French desire to contain German erritorlal claims in Africa

Mllttary power seen as symbol of national

Mll l tar lsm

Glorification of war by all powers Arms race among great powers Influential military leaders

I Belief in Social Darwinism

@ Prentice-Hall, Inc. Graphic Ot'gahizets F55

EUROPEIN 1914

USE THE MAP IN SECTION 2 TO LOCATE THE FOLLOWING:

Ireland France Montenegro Serbia Great Britain Italy Albania Romania Belgium Greece Russia Germany Sweden Switzerland Ottoman Empire Spain Norway Portugal Austria-Hungary Bulgaria Denmark

CREATE A KEY FOR AND SHADE THE COUNTRIES CONTROLLED BY THE ALLIES AND CENTRAL POWERS.

ANSWER THE FOLLOWING:

1. What nations remained neutral during WWI?

2. Which alliance had more members?

3. How was the concentration of Central Powers in the center of Europe both an advantage and a disadvantage during the war?

46 Europe in- 1914

46 Historical Outline Map 46

@ Name Date

@ GUIDED READING The Stage is Set for War Section 1

A. Perceiving Cause and Eflect As you read this section, answer the questions below about the situations and events that led to war in Europe.

a. What is it?

b. How did it increase tensions among European nations?

6. Recognizing Facts and Details On the back of this paper, identify Kaiser Wilhelm II.

The Great War 1

Name

Class Basic Skills Worksheet ;

a Date Topic: The Balance of Power in 1914

Skill: Reading a Table

Study the following table and then answer the questions below. Refer to text pages 625-626 as needed

THE BALANCE OF POWER IN 1914

Population

Size of Army

Battleships

cruisers

Submarines

Annual Steel Production (tons) Source: Purnell, History of the Tweatieth Century, Vol. 5 page 453

Great Austria- Britain France Russia Germany Hungary

1. Which of the countries shown on the chart were members of the Central Powers?

Turkey

49,882,231

3,000,000

Not- Avadable

65,000,000

8,500,000

Which countries were AIlies?

167,000,000

4,423,000

46,407,037

711,000

2. Which country had the largest army? Which alliance had the largest army?

39,601,509

3,500,000

3. Which country had the largest navy? Which alliance had

the largest navy?

4. Which country produced the most steel? Which alliance

produced the most steel! Why was steel important?

5. Based upon this chart, which country do you feel was the strongest in 19141

Explain.

0 D.C.-Heath and Company

SKILL WORKSHEET Name Date -- -- 68 Resources of the Allies and Central Powers:

Reading Graphs

The following graph shows how several important resources were divided between the Allies and the Central Powers in 1914. Study the graph carefully and answer the questions that follow.

Resources of the Allies and Central Powers, 1914

Population

Military personnel

Steel production

Modern battleships

10 20 30 40 50 60 70 80 90 100

Percent of Total Resources

Central Powers

Source: Encyclopaedia Brifannica.

1. (a) What was the population of the Allies in 1914? ---- (b) How much smaller was the population of the Central Powers?

2. (a) Which side had the most military personnel?

@) How might the number of military personnel affect the war effort?

3. (a) What percentage of steel did the Central Powers produce?

@) Based on what you have read, which of the Central Powers do you think was the largest producer

of steel?

4. (a) What percentage of the total number of modem battleships did the Allies have?

(b) Based on what you have read, which of the Allies do you think had the most battleships in 1914?

5- Which side had the advantage in resources in 1914? Explain.

Thrnking Sktll Worksheet 68 d Prent~ce-Hal. Inc

Name class

Chapter world War I

MILITARISM + Section* In the early years of the twentieth century, industrialized nations engaged in a frantic arms race. The cartoon below appeared in the Detroit News in 1904.

1. The cartoon shows six nations: France, the United States, Russia, Japan, Ger- many, and Great Britain. On a separate sheet of paper, describe the clues that identify each nation.

2. Is the cartoon concerned with the m y or navy?

3. Which nation fears losing its position as the leader?

4. (a) Why did the cartoonist draw the ships so large in proportion to Earth?

(b) How does Earth appear in the cartoon?

Q D.C.'Heath and Company.

DIPLOMATIC MANEUVERS The assassination of Archduke Francis Ferdinand led to a month of anxious con- sultations among European heads of state. Chancellor Theobald von Bethmann- Hollweg of Germany sent the folloking telegram to his country's ambassador at Vienna on July 27, 1914--the day before Austria declared war on Serbia.

Prince Lichnbwsky [the German ambassador to Great Britain] has just telegraphed: Sir E. Grey [the British foreign minister] had me call on him just now and requested me t<infom Your Excellency as follows:

The Serbian Charge drAffahes had just trans- mitted to him [Sir Grey] the text of the Serbia. reply to the Austrian note. It appeared from the reply that Serbia had agreed to the Austrian demands to an extent such as he would never have believed possible; except in one point, the partic- ipation of Austrian officials in the investigation.

Should Austria fail to be satisfied with this reply, in other words, should this reply not be ac- cepted at Vienna as a foundation for peaceful negotiations, or should Austria wen proceed to the occupation of Belgrade [in Serbia], . . . it would then be absolutely evident that Austria was only seeking an excuse for crushing Serbia. And thus, that Russia and Russian influence in the Balkans were to be struck at through Serbia. It was plain that Russia could not regard such action with equanimity, and would have to accept

it as a direct challenge. The result would be the most frightful war that Europe had ever seen, . . .

Now he was turning to us with the request that we should make use of our influence at Vi- enna either to get them to accept the reply from Belgrade as satisfactory or as the basis for conferences. He was convinced that it lay in our hands to bring the matter to a settlement . . .

I found the Minister irritated for the first time. He spoke with great seriousness and seemed a b solutely to expect that we should successfully make use of our influence to settle the matter.. . . In any event, I am convinced that in case it should come to war after all, we should no longer be able to count on British sympathy or British support, as every evidence of ill-will would be seen in Austria's procedure.

Since we have already refused one English pro- posal for a conference, it is impossible for us to waive . . . this English suggestion also. By refusing every proposition for mediation, we should be held responsible for the conflagration by the whole world, and be set forth as the instigators. . .

1. (a) Who is Sir Edward Grey? (b) What news has he just received from Serbia?

2. How would Britain interpret an act of aggression by Austria against Serbia?

3. What request is Grey making of Germany?

4. According to Prince Lichnowsky, what consequences would result from Ger- many refusing Britain's request?

5. (aJ What event took place the day after Bethmam-Hollweg sent this telegram?

(b) What does this tell you about Germany's response to the telegram?

O D.C.'Heath and Company.

Name Date

HlSToRvMAKERs Wilhelm II Erratic Kaiser

Section 1 "The sovereign who ruled over [the German people] was busy and dynamic like them, but more restless than thorough. He was into everything and alert to everything, sometimes with useful results."-Historian Barbara Tuchman

E nergetic, ambitious, and so~neti~nes childish, Wilhelin I1 had no overall plan for governing

his country. In fact, he helped lead Genniany into a disastrous world war. His c o u n t j s defeat saw him lose both his power and his throne.

In 1859, Wilhelin I1 was horn to Frederick 111, heir to the throne of the German Empire, and Victoria, daughter of Great Britain's queen. At military school, Wilhelin learned to prize the soldier's life. He remained attracted to the anny throughout his life and frequently dressed in inilitaIy uniform. In 1888, when Wilhelin becane emperor, his first speech was to his troops. He and the army, he told them, were "born for each other."

Wilhel~n also becaine accustoined to getting his own way. In school, fellow students fed him with constant praise and obedience. When he ruled, he believed himself to be supreme. "There is only one master in the [the German Einpire] and that is I; I shall tolerate no other," he said. He once told some young soldiers: "If your emperor commands you to do m, you must fire on your father and mother."

Wilhelm's inother taught him to believe in the liberal politics of her British upbringing. He flirted with such policies soon after taking the throne and briefly offered a plan aimed at improving the lives of workers. However, when wealthy conservatives voiced their opposition, he quickly dropped the idea

Kaiser Wilhelm was mainly concerned with Germany's military might. For example, he once heard that a circus had an efficient method for unloading equipment and animals from trains. He sent aides to study the process. Soon, the circus's methods were adopted by the army. Similarly, when the kaiser wanted to increase Germany's influence, he chose militaIy means. For instance, he launched an ambitious program of shipbuilding aimed at challenging the British navy.

The kaiser saw Germany-and himself-as the major power in Europe. 'There is no power in Europe but me-me and my twenty-five army corps," he once said. However, his efforts to assert German authority in world affairs failed. In 1905,

he c-&used trouble for France in its colony of Morocco, but the international conference that resolved the dispute opposed him. In 1911, trouble again arose over Morocco, and the kaiser had to ~neekly avoid war with France. His changeable nature showed in foreign policy too. At various ,

times he tried to win both Britain and Russia as allies. At other times, though, he drove thein away. The result was that both those nations allied themselves with France and against Germany.

Between 1905 and 1911, Wilhelm's power at home faded. He made a gross error of diplomacy in 1908, when he told a British newspaper that many Gennans were anti-English. Wilhelm's chancellor-the head of the government-was forced to apologize for the kaiser. There was even tdk that he should resign the throne.

In 1914, Wilhelm forced Austria-Hungary to take a hard line against Serbia after the Austrian archduke had been assassinated there. As war neared, the kaiser became frightened and tried to urge peace. However, it was too late, and Europe plunged into World War I. France and England portrayed Wilhelm as the guiding force in German aggression. In truth, the generals took control of the war, and the kaiser had less influence as the war continued. In 1918, he saw disaster coming. He tried to rally Germany with promises of democratic reforms, but the offer came too late. On Noveinber 9,1918, he was forced off the throne and left for exile in Holland. He lived there another 23 years.

Questions 1. Evaluating Judgments Do you agree with

Tuchman that Wilhelm was "more restless than thorough"? Explain.

2. Making Generalizations Do you think Wilhelm was a good niler? Why or why not?

3. Making Inferences How did Wilhelin's charac- ter and his statements before the war contribute to France and England seeing him as the supreme leader of Germany during the war?

The rea at ~a: 15

Name Date

- GUIDED RWDlNG War Consumes Europe

Section 2

A. Perceiving Cause and Eflect As you read this section, note the effects of each of the actions or situations (causes) listed below.

B. Recognizing Facts and Details On the back of this paper, identify each of the following:

Schlieffen Plan Central Powers Allies Western Front trench warfare Eastern Front

@me Class Date

CHAPTER Analyzing a Primary Source: The Germans Destroy Louvain

In 1839, Germany, along with other European nations, agreed that Belgium should be regarded as neutral in any European war. But in August 1914, the German armies swept into this tiny country on their way to France. The Belgians resisted bravely. It took the Germans 18 days, rather than the 6 they had counted on, to cross Belgium. In anger at the delay, the Germans began a campaign of destruction. Read the following passage, an eyewitness description of the German destruction of a Belgian town during World War I. Then answer the questions that follow.-

THE GERMANS DESTROY LOUVAIN

'The Germans sentenced Louvain on Wednes- day to become a wilderness, and with the German system and love of thoroughness they left Louvah an empty, blackened shell. The reason for this appeal to the torch and the execution of noncom- batants, as given me on Thursday morning by General Von Lutwitz, military governor of Brus- sels, was this: On Wednesday, while the German military commander of the troops in Louvain was at the Hotel de Vile [city hall] talking to the burgomaster, a son of the burgomaster with an aut* matic pistol shot the chief of staff and German staff surgeons.

Lutwitz claims this was the signal for the civil guard, in civilian clothes on roofs, to fire upon the German soldiers on the open square below. He said also the BeIgians had quick-firing guns, brought from Antwerp. As for a week the Ger- mans had occupied Louvain and closely guarded all approaches, the story that there was any gun- running is absurd. . . .

In each building, as German soldiers told me, they began at the first floor, and when that was burning steadily passed to the one next. There were no exceptions-whether it was a store, chapel, or private residence, it was destroyed. The occupants had been warned to go, and in each deserted house or shop the furniture was piled, the torch was stuck under it, and into the air went the savings of years, souvenirs of children, of par- ents; heirlooms that had been passed from generation to generation.

The people had time only to fill a pillowcase and fly. Some were not so fortunate, and by thou- sands, like flocks of sheep, they were rounded up and marched through the night to concentration camps. We were not allowed to speak to any citi- $ zen of Louvain, but the Germans crowded the P windows, boastful, gloating, eager to interpret."

OD - C C - L 0

(From the New York Tribune, August 3 1 , 19 14. Copyright by t

I. H. T. Corporation. Reprinted by permission.) 8 D e T:

d n

1. What reason did Lutwitz give for the devastation of Lowain? P

0 - - n

=. C D -

2. Does the eyewitness believe Lutwitz's account? Explain.

3. How did the Germans punish Louvain?

54 CHAPTER CRITICAL THINKING WORKSHEET 54

USING HISTORICAL

SOURCES Name -- Date

28 The Germans Enter Brussels

Richard Harding Davis, an American journalist, was in ~ N S S ~ ~ S when the Germans invaded Belgium a t the beginning of World War I. Davis's account of what he saw is one of the most famous pieces of journalism to come out of the war. To avoid bloodshed, the Belgian king had ordered the citizens of the capital not to offer resistance. Read the extract below and answer the questions that . .. follow.

The boulevards fell suddenly empty. There was not a house that was not closely shuttered. Along the route by which we now knew the Germans were advancing, it was a s though the plague stalked. . . . At eleven o'clock . . . came the advance-guard of the German army. It consisted of three men, a captain and two privates on bicy- cles. Their rifles were slung across their shoul- ders, they rode.. . with as little concern as the members of a touring-club out for a holiday. Behind them, s o close upon each other that t o cross from one sidewalk t o the other was not possible, came the Uhlans, infantry, and the guns.

For two hours I watched them, and then, bored with the monotony of it, returned to the hotel. After an hour, from beneath my window, 1 could still hear them; another hour and another went by. They still were passing.

Boredom gave way to wonder. The thing fasci- nated you, against your will, dragged you back to the sidewalk and held you there open-eyed. No longer was it regiments of men marching, but something uncanny, inhuman. a force of nature like a landslide, a tidal wave, or lava sweeping down a mountain. I t was not of this earth, but mysterious, ghostlike. It carried all the mystery and menace of a fog rolling toward you across the sea.

The [German] uniform aided this impression. In it each man moved under a cloak of invisibility. Only after the most numerous and severe tests at all distances, with all materials and combinations

of colors that gave forth no color, could this gray have been discovered.. . . It is not the blue-gray of our Confederates, but a greengray. It is the gray of the hour just before daybreak, the gray of unpolished steel, of mist among green trees. . . .

For three days and nights [the German army] passed.. . . There were no halts, no open places. no stragglers. For the gray automobiles and the gray motorcycles bearing messengers, one side of the street always was kept clear. . . .

This was a machine, endless, tireless, with the delicate organization of a watch and the brute power of a steam roller. And for three days and three nights through Brussels, it roared and rum- bled, a cataract of molten lead. The infantry marched singing, with their iron-shod boots beat- ing out the time. They sang "Fatherland, My Fatherland." Between each line of song they took three steps. At times, two thousand men were singing together in absolute rhythm and beat. It was like the blows Iron1 giant piledrivers.

When the n~elody gave way the silence was broken only by the stamp of iron-shod boots, and then again the song rose. When the singing ceased, the bands played marches. They were followed by the rumble of the howitzers, the creak- ing of wheels and of chains clanking against the cobblestones, and the sharp, bell-like voices of the bugles.

from W ~ t h the Allies by Richard Harding Davis (New York: Charles Scrihner's Sons. 1919).

@ Prent~ce-Hall. Inc Chapter Using Historical Sources I

Comprehension

1. To what does Davis compare the German army?

2. What was Davis's first reaction to the endless march of German soldiers? How did this reaction

change?

3. For how many days did the German army march through Brussels?

4. What was the color of the German uniforms?

5. Why was one side of the street always kept clear?

Critical Thinking

1. What does Davis mean by saying the German troops "moved under a cloak of invisibility"?

-

2. How does Davis's speculation about the development of the German uniform reflect his overall atti-

tude toward the German army?

3. What can you infer about the German troops from the details Davis gives about their singing of

'Fatherland, My Fatherlandn?

4. Is Davis's account strictly objective? Explain.

-

5. Were Davis's impressions of the German army borne out by events in the first year of the war?

, Explain.

28-1 6 Chapter. . Using Historical SourcesOI o Prentice-Hall, Inc.

Name Date

GEOGRAPHY APPLICATION: HUMAN-ENVIRONMENT INTERACTION

The Battle of the Somme section 2 Directions: t?ead the pamgraptu below and study the map carefully. Then answer

the questions that follow.

F rench vacationers have long enjoyed the Somme River as it flows gently through a countryside

filled with d i n g hills, thick forests, and rich fann- land. However, during World War I, on July 1,1916, the British Fourth Army fought a battle against the German , m y that transformed this valley into a barren and charred wasteland.

The Battle of the Somme was a typical World War I engagement filled with uncreative military strategy and trench warfare at its worst. The British decided to first destroy Gennan defenses to the east with a massive artillery bombardment. After the shelling, approximately 100,000 soldiers would advance toward German positions now substantially destroyed. Then, after the British had overcome the initial German defenses, two cavalry divisions would be sent in to finish off the Germans. One British commander even assured his men that after the artillery assault, "they could advance with sloped arms, smoking their pipes, and come to no harm."

The British plan hinged on their ability to destroy Gennan defenses with the artillery bombardment. However, the Germans had dug themselves deep into the ground. The Germans knew that the British had to stop their own artillery before the attack. When the English artillery did stop, the Germans emerged from the trenches with their weapons and shattered the approaching British army with a stream of grenades and machine guns. As historians Tonie and Valmai Holt have written, the German machine guns "cut down the ripe corn of British youth."

The British suffered about 60,000 casualties on July 1, including more than 20,000 deaths. In all on that first day, the British captured only about a half- mile of land from German forces. When the battle ended months later on November 17, the British had gained only six and a half miles of land at the cost of about one million total casualties on both sides.

German defenses Jub 1-Nwember 17 Gennaa defenses

aher November 17

Name The Battle of the Somme continued

Interpreting Text and Visuals

1. What benefits might the railroad tracks give to the British Fourth Army?

2. Explain how the British planned to attack the Germans at the Somme.

3. Where in France was the Somme battlefield located?

4. Which French city shown on the map changed back from Germany to Britain?

5. Compare the July 1 and November 17 British lines. Where were the most gains against German

forces made?

6. Describe the vaIley of the Somme River as it looked before the battle.

7. What was the outcome of the battle for the British?

What do you think primarily caused the massive British casualties on July l?

The Great War 7

Name Class Date

L.. ,li.e ~ e r m G h a d Manfred vbnRichthofen, kn&n worldwide as the "Red Baron." + As you read, think about what actions make a hero. Then, on a separatesheet ofpaper, answer the questions that follow.

Manfred, Baron von Richthofen (1892-1918)

H is bright red Fokker triplane made him famous He especially wanted the official medal known as as "the Red Baronn--Germany's top @ing ace the Blue Max, given for shooting down 16 enemy

in World War I. The model of a young ~ ~ r r n a n of& planes. He won the medal early in 1917 and went on cer, Manfred von Richthofen was a hero to millions to break all records for fighter pilots. German offi- in Germany and a daring figure even to his enemies. cials immediately began to use their new hero in a

~ -

In his short career, he wascredited propaganda campaign, which with shooting down 80 Allied Richthofen hated. planes: 79 British and one Soon he returned to action, Belgian. taking command of the air com-

The son of an aristocratic bat group known as "Richthofen's Prussian military family, Flying Circus." (One pilot in the Richthofen was expected to be a group was Hermann Goering, professional soldier like his father. who would later head Nazi As a boy, he became an expert Germany's air force, the hunter and marksman. He went Luftwaffe.) Richthofen's bright red away to military school at age 11, airplane was known everywhere. .!en to the Royal Military After being wounded in the sum-

( L r . hdemy. Only a fair sbdent, he mer of 1917, he became quieter, was a good athlete and soon was depressed by the way the war was eager for a military career. In 191 1 going for Germany. He spent time he joined the Uhlans, a presti- mainly with his dog, a Great Dane gious cavalry unit in the German named Moritz army. When war broke out, he In April 1918, the Red Baron was bored with his first duties and himself was shot down over asked for a transfer. In 1915 he was France as his squadron joined a assigned to the air service, where officers flew only frantic aerial dogfight. He was not quite 26 years as observers, with ordinary soldiers as their pilots. old. Allied officers and French villagers gave him a

After some months of this duty, Richthofen full military funeral near where his plane had decided to be a flier himself. He learned quick3y and crashed to earth. One wreath, from the Australian his next ambition was to win glory as a fighter pilot. squadron, read, "To our gallant and worthy foe."

1. How and why did Richthofen become a pro- his death. What does this indicate about atti-. [ fessional soldier? tudes toward fighting and soldiering in World

2. As a pilot, what were Richthofen's ambitions? War I? Do you &ink\riews of war have 1 3. Recognizing Ideologies Though he was their changed since then? Explain.

enemy, Allied soldiers honored Richthofen at

12 * * ~ i o ~ r a p h ~ Activity Survey Edition Chapte

Modern Era Edition Chapte

Name Date

SCIENCE & TECHNOLOGY -

Industrial Technology Creates Poison Gas Many new technologies introduced during World War I were developed with

Section military uses in mind. However. some new weapons were developed from peacetime industri'al discoveries.

P oison gas in Germany during World War I was manufactured using a variation of the process

that had originally been developed to produce fertilizer for farmers. Fritz Haber, a German chemist, invented this method of using nitrogen from the air in 1909. He was awarded the Nobel Prize for ChemistIy in 1918 for this discoveIy.

Nitrogen makes up over 78 percent of our atmosphere and is the basis of fertilizers. Prior to the 20th century, nitrogen to inake fertilizers had been taken from either minerals or other materials. However, there was not enough nitrogen available from these sources to satisfl the increasing demand from farms and factories.

Haber thought of tapping the virtually endless supply of nitrogen in the air. His idea was to c a p

ture it as a gas by combining it with hydrogen to form ammonia. Three parts hydrogen would com- bine with one part nitrogen (NH3). The problem he came across was that high temperatures, around 1200 degrees Fahrenheit, were needed to make this process work. Unfortunately, these high temperatures slowed down the production of the ammonia he was attempting to manufacture.

The solution to Haber's problem was to use a catalyst. A catalyst is a substance that speeds up a chemical reaction but is not part of the reaction itself. The hydrogen and nitrogen were combined at high pressure, more than 200 times normal atmospheric pressure. This mixture of gases was placed in contact with a catalyst, mainly composed of iron, which then produced ammonia gas in large auantities. Nitrogen. in the form of ammonia kuld then be cokbined with other chemicals to produce fertilizer and other materials.

During World War I, Germany was cut off from its mineral supplies of nitrogen, making this discov- eIy extremely important to its war effort. Carl Bosch, another German chemist, refmed Haber's process to make it easier to manage on an industrial scale. The Haber-Bosch process was used by Germany to manufacture both fertilizers and, with alterations, poison gas. The Haber-Bosch process underlies the method of production in almost every ammonia factory in the world today.

Questions 1. Recognizing Facts and Details What process

did Fritz Haber invent? 2. Perceiving Cause and Effect What impact did

a catalyst have on Haber's creation? 3. Drawing Conclusions Why was the Haber-

Bosch process so important to Germany's war effort?

Chemical warfare was used by both sides during World War I. Here, two British soldiers advance during a German poison gas attack.

Section 3

A. Using Sequential Order As you read about the effects of the war on countries throughout the world, make notes to answer questions related to the time line.

- Feb. . :. 1'915. . . -.

Germany announces a policy of unrestricted submarine warfare.

Gallipoli campaign begins.

British intercept the Zimmermann note.

1. What was the purpose of the Gallipoli campaign?

-

4. What were the terms of this treaty? Lenin seizes power in Russia.

United States enters the war. /

3. Why did the czar's government collapse?

World War I ends. -I

Germany and Russia sign / Treaty of Brest-Litovsk.

Allies and Germans fight / Second Battle of the Marne.

B. Recognizing Facts and Details On the back of this paper, define or explain:

unrestricted submarine warfare total war rationing propaganda armistice

!i What was the significance of this battle?

6. What events signaled the final defeat of the Central Powers?

The Great War 3

Claw Date

Recognizing Propaganda -

As you read in this chapter, World War I required the total commitment of every person in those countries fighting the war. To help accomplish this, governments waged a propaganda war at home while they fought a military war on the battie fronts. Citizens were constantly bombarded with posters, leaflets, and advertisements that urged them to do their part for the war effort. On the right is an advertisement that appeared in a London newspaper in December 1914. + As you examine the advertisement, think about the methods and goals ofthe advertisement's writer. Then, on a separate sheet ofpaper, answer the questions that follow.

C a m c l r e e p e r h = + at thir moaneat h I d be xnmg yovrKiaesodCouotrp?

3. Have you a man digging ym garden who &odd be &ing trencher? -

4 Have you a man driving y o 0 car who should be driving a

5. Have you a ' p r e h your game who hould be helpine topr~eywrcolmtrp? -

A gr-t d % W M w . Wit YOO vcrifio pur r*kIIa for yotu corm^'. d t

Source: The First World War: Ephemera, Mementoes, Documents. Edited by Maurice Rickards and Michael Moody (Jupiter Brooks, 1975).

1. (a) What is the main point of the advertisement? Linking Past and Present (b) Does the advertisement use half-truths or 3. Choose a political issue facing the nation name-calling? Does it use an emotional appeal? today. Then, create your own piece of propa- Explain your answer. ganda that tries to persuade others to your

2. Drawing Conclusions (a) Who do you think point of view. The propaganda can take the paid for this advertisement? (b) What was form of a poster, advertisement, or political their goal? (c) What main method does the cartoon. Write a short description that

explains the techniques you used in your propaganda piece.

8

Skill Application Activity 15

SKILLBUILDER PRACTICE Summarizing When you summarize, you condense information and restate the main ideas and

Section 1 key facts in your own words. Read about American reaction to the outbreak of war in Europe in the passage below. Then write a summary of the passage in the space provided. (See Skillbuilder Handbook.)

Opposition to the War Millions of naturalized U.S. citizens followed the war closely because they still had ties to the nations from which they bad emi- grated. For example, many Americans of German descent sympathized with Germany. Americans of Irish descent remembered the centuries of British oppression in Ireland and saw the war as a chance for Ireland to gain its independence. Socialists criti- cized the war as an imperialistic struggle between German and English businessmen to control raw materials and markets in China, Africa, and the Middle East. Pacifists believed that war was evil and that the United States should set an example of peace to the world. Many Americans simply did not want their sons to eexperience the horrors of warfare.

Write your summary of the passage here.

Sympathy for the Allies Despite the wide- spread opposition to the war, a general feeling of sympathy for Great Britain and France emerged. Many Americans felt close to England because of a common ancestry, language, and literature, as well as similar democratic institutions and legal systems. More important, America's economic ties with the Allies were far stronger than those with the Triple Alliance powers. Before the war began, America traded with Great Britain and France more than twice as much as it did with Germany. During the first two years of the war, America's transatlantic trade became even more lopsided as the Allies flooded American manufacturers with orders for all sorts of war supplies.

The Creat War 5

Name Date

PRIMARY SOURCE The Zimmermann Note Berlin, January 19, 1917

Section 3 On January 19, 1917, Arthur Zimmermann, the German foreign secretary. sent the following coded &&ram to the German ambassador in Mexico. British infel- ligence agents decoded the tdegram and passed it on to the U.S. government. How do you think Americans reacted when this telyram was published on March I?

0 n the first of February we [Germany] intend to begin submarine warfare unrestricted. In

spite of this it is our intention to keep neutral the United States of America.

If this attempt is not successful we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona The details are left for your settlement,

You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain there will be an outbreak of war with the United States, and we suggest that the

. President of Mexico on his own initiative should 2 communicate with Japan suggesting adherence at

once to this plan; at the same time offer to mediate between Germany and Japan.

Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months.

Zimmennann.

from Henry Steele Commager, ed.. Documents ofAmerican History, ~01.11, (New York: Crofts, 1947), 308.

Discussion Questions Recognizing Facts and Details 1. According to this telegram, what did the Gennan

government decide to begin on February 1,1917? 2 What did Zimmermann propose if the United

States went to war with Germany during World war I?

3. Predicting Outcomes If this telegram had not been intercepted by British agents, what do you think might have happened? Cite evidence from your textbook to support your opinion.

Class

POETS VIEW THE WAR When war broke out in Europe, both sides expected the fighting to be brief and glorious. After years in the trenches, however, many took a different view. The authors of these two poems were Englishmen who fought and eventually died in the war.

The Dead Blow out, you bugles, over the rich Dead! There's none of these so lonely and p r of old, But, dying, has made us rarer gifts than gold. These laid the world away; poured out the red Sweet wine of youth; gave up the years to be Of work and joy, and that unhoped serene, That men call age; and those who would have

been, Their sons, they gave, their immortality.

Blow, bugles, blow! They brought us, for our dearth,

Holiness, lacked so long, and Love, and Pain. Honour has come back, as a king, to earth, And paid his subjects with a royal wage; And Nobleness walks in our ways again; And we have come into our heritage.

Rupert Brooke

Dulce et Dewrum Est Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed

through sludge, Till on the haunting flares we turned our backs, And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots, But limped on, blood-shod. AU went lame, all

blind;

Drunk with fatigue; deaf even to the hoots Of gas-shells dropping softly behind. Gas! Gas! Quick, boys!-An ecstacy of fumbling, Fitting the clumsy helmets just in time, But someone still was yelling out and stumbling And floundering like a man in fire or lime.- Dim through the misty panes and thick green

light, As under a green sea, I saw him drowning.

In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning. It in some smothering dreams, you too could

pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of s iq If you could hear, at every jolt, the blood Come gargling from the froth-cormpted lungs, Bitter as the cud Of vile, incurable sores on innocent tongues,- My friend, you would not tell with such high

zest To children ardent for some desperate glory, The old lie: Dulce et decorum est Pro paaia mori.'

Wilfred Owen

'Sweet and honorable it IS to die for one's country.

1. Does Brooke see the sacrifices made by those who have died as wasteful or noble? How do you know?

2. Does Owen paint a portrait of glory and sacrifice in his poem? Support your answer with evidence from the poem.

3- (a) Which of these points of view more closely resembles that held by people at the beginning of the war? (b) Which shows war as it really is?

Q D.C. Heath and company.((

Name Class Date

her strong woodblock prints and sculptures showing human suffering. In her diary of the war years, Ko11witz reflected on her son's death and the wastefulness of war. + As you read the excerpts, think about how personal scperience influences an artist. Then, on a separate sheet ofpaper, answer the questions thatfollow.

Kathe Kollwitz's War Diary

[August 27,19161 the young want war? Would they be old before their ead an essay on liberalism. . . . It showed me all time if they no longer wanted it?

R t h e contradictory elements within myself. MY This frightful insanity-the youth of Europe untenablyl contradictory position on the war. How hurling themselves at one another. When I think I did I come to it? Because Peter [her son] sacrificed am convinced of the insanity of the war, I ask myself his life. What I saw so dearly then and what I want- again by what law man ought to live. Certainly not ed to preserve in my work now seems to be once in order to attain the greatest possible happiness. It more so dubious. I think I can keep Peter only if I will always be true that life must be subordinated to do not let anyone take away from me ,. the service of an idea. But in this what he taught me then. Now the war .. - case, where has that principle led has been going on for two years and '-. us? Peter [her son], Erich, Richard, five million young men are dead, and

- all have subordinated their lives to

more than that number again are mis- - the idea of patriotism. The erable, their lives wrecked. Is there any- English, Russian, and French thing at all that can justify that? . . . young men have done the same.

[October 11,19161 The consequence has been this

E verything remains as obscure as temble killing, and the impover- ever for me. Why is that? It's not ishment of Europe. Then shall we

only our youth who go willingly and say that the youth in all these joyfully into the war; it's the same in all countries have been cheated? . . . nations. People who would be friends Death- 1934bthogra~h Where are the guilty? Are there under other conditions now hurl themselves at one any? Or is everyone cheated? Has it been a case of another as enemies. Are the young really without mass madness?. . . I shall never fully understand it judgment? Do they always rush into it as soon as all. . . . Is it a breach of faith with you, Peter, if1 can they are called? Without looking closer? Do they now see only madness in the war? rush into war because they want to, because it is th& blood so &at hey ac;ept without &ation Source: 2% Diary and Letten of Kaethe Kollwitz, ed. Hmt

-ns for fighting are given to them? D~ K O E % rnr Ricbard and Clara Winston (~orthwestern University Press, 1988).

Cannot be defended KLUSTW\TK)NQI~OTO CREMT: AAT RESOURCE NY.

1. What idea does Kollwitz say motivated her son and other young Germans to rush to war?

2. How, according to Kolhyitz, do her son's actions compare with those of young men in other countries?

3. Recognizing Ideologies At this point in the war, what are the conflicting feelings that

Kollwitz has about war and patriotism? How does her son's death add to her confusion?

4. Activity Write a journal entry describing your own feelings about war and patriotism. Compare your feelings with those that Kollwitz expresses in her diary.

2

2 I mu.&w+:-* W , . L i , * ~ , < Y & , $ e - ~ ..:- - y,i, vw&-i 5:-"==. - - -'-- Q

chapter- Edition Chapter odern Era Edition primary Source Activity 13

Name Date

Qegions 1 - mpean Military Casualties in World War I

ore soldiers died as a result of World War I than in all the European wars of the previous 100 years. The map below indicates which countries suffered the heaviest casuafties- dead, wounded, and missing-in Wold War I. Use the map and your textbook to

answer the questions that follow about which regions of Ewope suffered the fewest and which suffered the greatest number of casualties during the war.

WmkU War I Military CasuaEties

0 - 1,999,999 200.000 - 999,999 3,000,000 - 5,999,999

1 ,ooO,OOO - 2,999,999 6,000,000 or more

1. What factors account for the large number of casualties in World War I compared with previous wars? (See text, pages 509 and 510.)

~ ~ d d i s o n - wesky Ptrblisbing company, Geography 47

(3 2. Which counuies Nffered fewer than 200,000 casualties in World Wx P

3. Which country suffered the greatest number of casualties? What three countries had the next highest number of casualties?

4. Which of the countries with the heaviest casualties belonged to the Central Powers? (See text, pages 4% and 497.)

5. About 350,000 United States troops were casualties in World War I. Based on information from the map, how did this casualty rate compare to that of Romania? Italy? The United Kingdom?

6, Why do you think the same number of casualties had a greater impact on some counuies than on others?

7. In general, which region of Europe suffered the heaviest casualti&

What would account for such a heavy loss in this region?

0 Addison- Weslq, Publubtng Company

EUROPE IN 1918

USE THE MAP JN SECTION 2 TO LOCATE THE FOLLOWING:

A. country created from Serbia, Montenegro, and Austria-Hungary B. nation on the Black Sea enlarged by land taken from Austria-

Hungary and Russia C. nation that includes a corridor to the Baltic Sea taken from

Germany D. nation bordering Sweden that was formerly part of Russia E. nation bordering Poland and Germany that was formerly part of

Austria-Hungary F. Label all other nations shown on the map

CREATE A KEY FOR AND SHADE THE TERRITORIES LOST BY AUSTRZA-HUNGARY, BULGARIA, GERMANY, AND RUSSIA

ANSWER THE FOLLOWING:

1. Which nation lost the most territory in settlements following WWI? Why?

2. What new nations were created after the war?

3. How did WWI change the map of Europe?

Date

47 Europe in 1918

@ Prentice-Hall, lnc. Historical Outline Map 47 47

Name Date

@ GUIDED READING A Flawed Peace Section 4

A. Analyzing Information As you read this section, take notes to answer the questions about the peace settlement that left many nations feeling betrayed.

1. What were the guiding principles of Wilson's Fourteen Points?

2 What were the concerns and aims of France and Briiain?

. . . - . .-

bitter and cheated as a result of

B. Recognizing Facts and Details On the back of this paper, define or identify each of the following:

Woodrow Wilson Georges Clemenceau David Lloyd George self-determination League of Nations mandate

-mNKmc. SKRL

WORKSHEn Name Date

Responsibility for Wnr. Analyzing Cartoons

The following cartoon appeared in the Chicago Tribune after the outbreak of World War I in 1914. Study the cartoon and answer the questions that follow.

The CrMe of the Agcs-Who Did It?

1. What is "the crime of the ages"?

2. Why are the nations of Europe pointing at each other?

3. How do you think supporters of the war in Russia and Austria would have felt about this cartoon?

4. (a) What was the cartoonist probably saying to the American public?

- p-~p~ - - - -

@) Do you think the cartoonist was right? Explain.

5. What other caption might be appropriate for this cartoon? I

o PrenticeHall. Inc. Thinking Sfull Worksheet 67 28-9

Name Date

@ - H ~ ~ ~ ~ R ~ M A K E R s George~ Clemenceau French Tiger

Section 4 7he Germans may take Paris, but that will not prevent me from going on with the war. We will fight on the Loire, we will fight on the Garonne, we will fight even on the Pyrenees. And if at last we are driven off the Pyrenees, we will con- tinue the war at sea."-Georges Clemenceau

A ctive politically as a young man, Georges Clemenceau was appalled by France's defeat

in the 1870 war with Prussia He was angry that Wilhelm I used the palace at VersaiUes to be declared emperor of Germany and that France had to give up AJsace and Lorraine. When France d e d on Clemenceau to lead them against Germany in World War I, he pushed his people onto victory and then sought revenge on Germany.

Clemenceau's father had admired the French Revolution and other democratic causes. He even joined others in an untried plot to overthrow Emperor Napoleon 111. As a result, Georges Clemenceau became a devoted democrat. Democracy, he said, "is the only form of government which c'an esb~blish equality for dl, and which can bring closer the ultimate gods: freedom and justice." In his 20s, while a inedicd student in Paris, he joined other students in a group called Act As You Think. He also founded two newspapers, which were closed by the French government for their democratic views. He then joined the radicals of the Paris Commune. When that inoveinent collapsed, he won election to the new national legislature.

For the next 30 years, Cle~nencvau alternated between politics and writing. When his The Free Man was heavily cellsored, he changed its n i n e to The Chained Man. Serving in the legislature, he verb* attacked ministers of the government. He built a long list of enemies and succeeded in casting others out of power. However, his adveisuies won revenge in 1892, when a friend of Clenien~~~u's bect~rne involved in a financial scandid. Enenlies ec'cused Cleine~mau of participating as well. He denied the cllliuge but was defeated in a bid for re-election.

Clemenceau's next ye'irs were devoted to jour- ndisin. He won po1itic;d favor I>v defending C;\pti~ll Alfred Dlqvftis, who 11.d k e n c~inicted of giving state secrets to Gerni'uw. Cle~nencenu wrote more than .SO0 articles protestins the case He ;dso g'i1.e spilce to writer Elnile Zola. \\7llo cl~iwged th;~t other officers had I~lackm~~~leJ D I - ~ ~ ~ I S

In 1902, Clemenceau was once again elected to the legislature, where he served for the next 18 years. Prime minister from 1906 to 1909, he took a tough line by cracking down on workers' strikes. He lost the support of socialists when he denied their cause in a major speech. "France is founded on property, property, property," he thulldered.

As war with Germany loomed, Clemenceau urged that France prepare. When war broke out, he tried to win the support of the United States. In late 1917, with the war going badly, the 76year-old Clemencean was named to head the government. He imnlediately appointed himself as his own war minister. His policy was simple: "I wage war." He urged France's allies to put d l the armies under one cominiulcler and was pleased that French Marshal Ferdinand Foch was given that power.

With Germzmy's defeat, Clemenceau strove to win the pence. He yielded to some demands but won back Alsace and Lorraine. He also forced Gennany to sign the treaty at Versailles. However, other French politicii~ns resented that he had kept all the power of negotiating to himself. The legislature thougllt the final peace treaty was too soft on Gerinany and debated for three months before approving it. Meanwhile, Clemenceau lost the elec- u

tion for Fr'mce's presidency. He resigned in 1920 E V)

rtnd spent the rest of his life in NI active retire- E Q)

ment. At age 60, he hunted tigers in Asia and then s cn -

campaigned vigorously for the United States to join - L

the League of Nations. He died at age 88 and was, z d

according to his wishes, buried alongside his father. . - - - 0 4 .

Questions 5 1. Making Inferences Why do you think

0

Clemenceuu was called "the Tiger"? P 8

2. Perceitiing Cause and Effect IMlat actions of Cle~nenceau later cost hiin support? LV1ly?

3. Making Generalizations W h ~ t go:odls drove Clemencei~u?

THINKING S K U

WORKSHEET Name Date

69 me Pea,. Settlement: Analyzjn, a himay Source

During the peace conference at Versailles, Germany sent notes to the Allies asking for a ienient settlement. ln June 1919, the Allies drew up a response to the Germans. The following selection is adapted from the Allied message to Count Brockdorff, head of the Geman delegation at Versailles. Read the selection and answer the questions that follow.

In the view of the Allies, the war which began on August I, 1914, was the greatest crime against humanity that any nation calling itself civilized has ever committed.

Germany's responsibility, however, is not confined to having planned and started the war. It is also responsible for the savage and inhuman manner in which it was conducted.

The conduct of Germany is almost unexampled in human history. The terrible responsibility which lies at its door can be seen in the fact that no less than seven miC lion dead lie buried in Europe.

Justice, therefore, is the only possible basis for the settlement of this terrible war. Justice is what the German delegation asks for and what Germany has been promised. Justice is what Germany shall have. But it must be justice for all. There must be justice for those who have died to free Europe from Prussian despotism. There must be justice for the people who stagger under huge war debts so that liberty might be saved. There must be justice for those millions whose homes and lands, ships and property German savagery has destroyed.

Part 1

1. What do you think was the purpose of the Allied message to the German delegation?

- - -

2. How do the Allies justify a severe peace settlement?

- - -

3. How do the terms of the Versailles Treaty reflect the ideas expressed in this message?

Part 11

Place a check next to those statements with which the writers of the message would probably agree.

1. The Allies and the Central Powers bear equal blame for starting the war.

2. The Allies should avoid making a peace settlement that would inflame German resentment.

3- Germany should pay for the cost of the war.

4. Germany should be deprived of its colonies.

5. The Allies should exclude Germany from the peace settlement negotiations.

0 Prent~ce-Hall. Inc. Thinking Skill Worksheet 69 28-11

Name class

THE INDICTMENT OF GERMANY As you have read, the defeated nations were not invited to take part in the peace negotiations at Versailles. When the treaty was completed, the German delegation protested its harshness in a long letter. The excerpt below is taken from the Allies' reply to that letter.

In the view of the Allied and Associated Pow- ers, the war which began on August 1st) 1914, was the greatest crime against humanity and the freedom of ~eoples that any nation, calling itself civilized, has ever consciously committed. For many years the rulers of Germany, true to the msian tradition, strove for a position of domi- nance in Europe. They were not satisfied with that growing prosperity and influence to which Germany was entitled, and which all other nations were willing to accord her, in the society of free and equal peoples. They required that they should be able to dictate and tyrannise to a subservient Empe, as they dictated and tyrannised over a subservient Germany.

In order to attain their ends, they used every channel in their power through which to educate their own subjects in the doctrine that might was right in international affairs. They never ceased to expand German armaments by land and by sea, and to propagate the falsehood that this was

necessary because Germany's neighbours were jealous of her prosperity and power. They sought to sow hostility and suspicion instead of friend- ship between nations. They developed a system of espionage and intrigue . . . . They kept Europe in a ferment by threats of violence and when they found that their neighbours were resolved to resist their arrogant will, they determined to assert their predominance in Europe by force. As soon as their preparations were complete, they encouraged a s u b s e ~ e n t ally to declare war against Serbia at 48 hours' notice, knowing full well that a conflict involving the control of the Balkans could not be localised and almost certainly meant a general war. In order to make doubly sure, they refused every attempt at con- ciliation and conference until it was too late, and the world war was inevitable for which they had plotted, and for which alone among the nations they were fully equipped and prepared.

1. In the excerpt on Resource Book page 122, the German ambassador to London warns his country that the world will blame Germany for the war if its government does not take steps to halt it. Was he right! How do you h o w ?

2. In your own words, summarize five accusations made by the Allied powers against the German government.

3. Based on this selection and on what you have learned about the causes of World War I, do you think the Allied assessment of Germany's responsibility for the war is a just one? Why or why not?

124 O D.C. Heath and Company.

@- Date - - .

Analyzing Political &rtoons d m a

The Treaty of V e r d l e s

T he Senate debate on the Treaty of Versailks focused upon the League of Nations. Opponents of the League feared that it would draw the United States into foreign entan- glements. The League's supportas argued that the United States had a responsibility to

hdp rrraintain world peace. The cartoon below expresses one point of view toward the League. SNdy the cartoon, then answer the questions that follow.

Interrupting tbe G?renwqy

1. Who iue the bride and groom in the cartoon? Who is the figure crashing through the church window? 2. Analysk How does the cartoonist portray the United States Senate! What is his view of the League of Nations! 3. hdysL. Compare the point of view represented by the cartoon above with the point of view represented by the cartoon on page 516 in your text. How does this second cartoonist show the Senate? the Treaty of Versailles?

Name Date

PRIMARY SOURCE Signing the Treaty of Versailles by Harold Nicolson

A Section 4 The Treaty of Versailles, a 200-page peace treaty between Germany and the

Allied powen, was signed on June 28, 1919, in the Great Hall of Mirrors at the French palace of Versailles. Harold Nicolson (1886-1968), a British diplomat and writer, observed the proceedings. As you read this passage from Nicolson's eyewitness account think about his impressions of the treaty signing.

e enter the Galerie des Glaces. . . . In the middle there is a horseshoe table for the W

plenipotentiaries [diplomatic agents]. In front of that, like a guillotine, is the table for the signatures. . . . There must be seats for over a thousand per- sons. This robs the ceremony of all privilege and therefore of dl dignity. . . .

People step over the Aubusson benches and escabeaw [stools] to talk to friends. Meanwhile the delegates arrive in little bunches and push up the central aisle slowly. . . . The table is at last full. Clemenceau glances to right and left. . . . Clemenceau makes a sign to the ushers. They say 'Ssh! Ssh! Ssh!' . . . The officials of the Protocol of the Foreign Office move up the aisle and say. "Ssh! Ssh!' again. There is then an absolute hush, followed by a sharp military order. The Gardes Rkpublicains at the doorway flash their swords into their scab- bards with a loud click. 'FGtes entrer les Allemands [Let the Germans come in],' says Clemenceau in the ensuing silence. His voice is distant but harshly penetrating. A hush follows.

Through the door at the end appear two huissiers [ushers] with silver chains. They march in single file. After them come four officers of France, Great Britain, America, and Italy. And then, isolat- ed and pitiable, come the two German delegates. Dr Miiller, Dr Bell. The silence is temfjrlng. -fie& feet upon a strip of parquet between the savonnerie carpets echo hollow and duplicate. They keep their eyes fixed away from those two thousand staring eyes, fixed upon the ceiling. They are deathly pale. They do not appear as representatives of a brutal militarism. . . .

They are conducted to their chairs. Cleinenceau at once breaks the silence. 'Messieurs,' he rasps, 'la sCance est ouverte [Gentlemen, the meeting is open].' He adds a few ill-chosen words. We are here to sign a Treaty of Peace.' . . . Then St. Quentin

advances towards the Gennans and with the utmost dignity leads them to the little table on which the Treaty is expanded. There is general tension. They sign. There is a general relaxation. Conversation hums again in an undertone. The delegates stand up one by one and pass onwvards to the queue [line] which waits by the signature table. Meanwlle people buzz round the main table getting autographs. . . .

Suddenly from outside comes the crash of guns thundering a salute. It announces to Pais that the second Treaty of Versdles has been signed by Dr Miiller and Dr Bell. . . .

We had been warned it [the signing] might last three hours. Yet allnost at once it seemed that the queue was getting thin. . . . The huissiers began again their 'Ssh! Ssh!' cutting suddenly short the wide murmur which had again begun. There was a final hush. 'La sCance est levCe [The meeting is closed],' rasped Clemenceau. Not a word more or less.

We kept our seats while the Germans were conducted like prisoners froin the dock, their eyes still fixed upon some distant point of the horizon.

frmn Harold Nicholson, Peacemuking, 1919 (Constable. 1933). Reprinted in John Carey, ed., Eyccc~tnes.~ to Hhtonl (New York Avon. 1987). 490-492

I Discussion Questions 1. Recognizing Fact% and Details Who opened

and closed the meeting to sign the peace treaty? 2. Describing Mood What words or phrases

would you use to describe the mood at the signing according to Nicolson's account?

3. Using Visual Stimuli Compare Nicolson's written account with the visual representation in the painting on page 741 of your textbook. What are some of the similarities? What are some of the differences?

The Great War 11

ent Practice Wortislieet 2 7.4 Peace stood on shaky foundations.

(pages 634-6371

ACROSS

1. Wilson, Clemenceau, and George 13 words)

3. Regained Alsace-Lorraine

6. Wilson's peace plan (2 words)

9. Allowing people to decide for thqselves under what government they wish to live

10. A nation carved from the Austro- Hungarian empire

1 I. Became an independent nation for the first time since the 1790's

13. An association of nations formed after World War I

DOWN '

2. Lost 13 percent of its land

4. Where the peace treaty was signed

5. France's representative at the peace conference

7. The United States' representative at the peace conference

8. Tenitories administered on behalf of the League of Nations

12. The initials of the nation that rejected the WeatY

0 D.C. Heath and Company.

Name Date

CONNECTIONS ACROSS TIME AND CULTURES

Planning for Peace: POWER AND AUTitORlTY

Vienna and Versailles I Section 4

At the end of World War I, delegates from 32 countries met in the Park Peace Conference at the Palace of Vemilles to draw up the tenns of the peace. Some 100 years earlier. European heads of government had met in Vienna to restore order and establish long-lasting peace following the Napoleonic wan. How do these two peace conferences compare? Use the information in Chapter 23 and in Chapter 29 to fill in the chart below and answer the final question.

' 3. War guiWreparations

4. Militaly restrictions

5. Territorial changes

7.- .

Congress. dil Menna ---, . ' J -.if>. : . . . ...

Representatives of five "great powers"- Prussia, Russia, Austria, Britain, and France-but primarily Metternich of Austria

- - -

Prevent future French aggression, restore balance of power, restore royal families to European thrones

Fearing revenge, the victorious nations were easy on France.

France was allowed to keep a standing army.

I To contain France, the weaker countries ' around France were strengthened; independent Switzerland, United Kingdom of Netherlands, and German Confederation were created.

Created an age of peace in Europe; diminished power of France but increased power of Britain and Prussia

. . ... .

8 What lessons might future world leaders learn by comparing the two peace settlements?

The rea at War 17